Submitted by the Academic Programs
New Courses, Courses Change, & Programs of Study (3 packages)
Childhood Education, Literacy, and TESOL – Undergraduate
Change a degree-major-concentration of an existing program
Bachelor of Arts in Education --PreKdg/Primary Education Major Early Childhood Development Concentration
Summary of the Changes:
1) Add: Language that the program may be taken online in consultation with an advisor and program area leader to allow for more flexibility with the coursework. 2) Add: Language that the student has received and read the program handbook; that the student understands that the degree does not require successful passing of General Knowledge or Florida Teacher Certification Exams and does not lead to automatic teacher certification or licensure upon graduation. Add language that student must have an FDLE background clearance/fingerprinting in order to work with children. 3) Correct typo to clarify that a GPA of 2.0 is required to graduate. 4) Add recommended courses to the elective section. 5) Remove the prerequisite EEC4213 (6 credits) Teaching Beginning Reading and Writing from EEC4207 (3 credits) Measurement and Assessment of Young Children to align with the recommended sequence of coursework and road map. 6) Change: Move EEC4053 (3 credits) Leadership & Service in EC settings from required to recommended elective because we have been unable to offer it regularly at this time. 7) Change: Reduce the credits for EEC4940 EC Practicum from 6 to 3 credits. Add: EEC4940 can be repeated up to two times or may be substituted with Field 1 or Field 2 in consultation with an advisor. 8) Add that the major electives increase from 12 to 15 credits. Add language that major electives can be substituted with approval and review of advisor and program leader. Delete "4 courses" so that students may select courses that are more or less than 3 credits per semester. This is to allow more flexibility for students who are going into careers that may not be traditional public education. 9) Change: Move EDF3151 Educational Psychology from elective to required. 10) Add additional possible courses for outside college and major electives to better align with content knowledge needed. 11) The concentration will be offered under the Early Childhood Education Major (Log 201608-71)(Click here for the program of study)
Change an existing course
Measurement, Evaluation, and Planning for Young Children
EEC4213 (6 credits) Teaching Beginning Reading and Writing as a pre-requisite
for EEC4207 Assessment for Young Children (3 credits).
NOTE: This will align the course sequence with the road map and sequence for
the Prek Primary program and the Early Childhood Development concentration.
There are no changes to the course objectives/learning outcomes or course
2) Change LAE3210 (3 credits) Foundations of Literacy to be a
pre-requisite or a corequesite for the course. Because the early childhood
courses are only offered one time a year, this will allow students to
progress through the program in a timely manner.
Measurement, Evaluation, and Planning for Young Children (3 credits)
Students will learn formal and informal strategies related to assessment,
analysis, planning and differentiating instruction. Students will select and
implement tools and procedures and interpret and apply findings through
lesson planning and implementation. This course meets requirements for
students in the prek-primary concentration. Prerequisite or corequisite:
LAE3210 (3 credits) Foundations of Literacy
Change an existing course
Teaching Beginning Reading and Writing
course description language to match the updated program of study and major
EEC4213 (6) Teaching Beginning Reading and Writing is an integrated methods
course for Language Arts, Reading and Literature for students in the Early
Childhood Major. Students will learn to plan, implement, differentiate, and
assess a variety of literacy lessons and activities.
Prerequisite OR Corequisite: LAE 3210 Foundations of Literacy (3 credits).
New Course Description:
EEC 4213 Teaching Beginning
Reading and Writing (6 credits) is an integrated methods course for Language
Arts, Reading and Literature for students in the Early Childhood Major with a
focus in prek-primary licensure or a focus in early childhood development.
This course provides students with a basic foundation for teaching and
assessing beginning reading, writing, and aural or verbal skills through an
integrated curriculum format. Students will gain an understanding of the
importance of fiction and informational literature, as well as implementing
developmentally and culturally appropriate practices.
Prerequisite or Corequisite: LAE 3210 Foundations of Literacy (3 credits).
Early Childhood Development Practicum
and requested action:
1.Change title of course EEC4940 from Early Childhood Practicum to Childhood
Practicum to allow for broader field experiences.
2.Change: Reduce EEC4940 Early Childhood Practicum from 6 credits to 3
credits to more fully align with the course requirements.
2.Change: Allow EDF3945 Field Laboratory I (2 credits) and/or EDF3946 Field
Laboratory II (2 credits) to substitute for the EC practicum with advisor
3.Add: language to allow the course to be taken up to two times (6 credits)
with advisor approval.
4.Delete: Prerequisites LAE 3210, EEC 3408, EEC 3266, EEC 3731, EEC 4207, EEC
4210, EEC 4213, EEC 4244, EEX 3202 to allow for flexibility in course
New Course Description:
provides students with the opportunity to work in early childhood settings.
Students are expected to demonstrate competencies in teaching, assessment,
and meeting the needs of all children and families with the guidance of a
cooperating master teacher, coach, program area leader or the college internship
supervisor. Students may complete the practicum in their work setting with
the approval of advising and program area leaders. All students must complete
the required background clearance process prior to any work with children.
Change a degree-major of an existing program Bachelor of Arts in Education-- PreKdg/Primary Education MajorSummary of the Changes:
1) Change the name of the major from Prek Primary Major to Early Childhood Education with an option for PreK-primary licensure concentration or the Early Childhood Development concentration. This will align UNF with similar programs at universities in Florida and allow students to choose a bachelor of arts degree with state licensure or a bachelors of arts degree without state licensure (for graduates seeking careers in the workforce that do not require state licensure, i.e.,prek teachers, Head Start teachers, juvenile justice employees, etc.) 2) Change: Update the program of study statement to include the orientation and handbook information. 3) Add language to clarify that students who graduate from this program will be able to immediately apply for a State of Florida age 3 through grade 3 teaching certificate/license with an ESOL (English Speakers of Other Languages) endorsement. 4) Add: additional course options to better align with content knowledge needed; bold-facing courses that are recommended for those who plan to work with children. 5) Change: Update the program of study to include additional options for coursework; clarification on what graduates may expect upon graduation with this degree.(Click here for the program of study)
Exceptional, Deaf, and Interpreter Education– Undergraduate
Change a degree-major-concentration of an existing program
Bachelor of Science--ASL/English Interpreting Major
REMOVE ASL 3301 ASL Structure from the Program of Study and ADD INT 3XXX Linguistics for Interpreters. [Do not terminate ASL 3301 ASL Structure as it is used in the ASL/Deaf Studies minor.]This package includes revising prerequisites, course descriptions, and course objectives of 13 courses in the BS ASL/English Interpreting degree program (both concentrations). There are no changes to the total number of credit hours (120). Changes reflect updates based on the industry standards associated with our recent program accreditation. There are no major content changes other than the addition of a new course (Linguistics for Interpreters) in place of the course (ASL Structure) we borrowed from the ASL/Deaf Studies Minor. Along with a notice about Limited Access Screening (approved by Board of Governors January 2016), three policies appear on the POS that address transferring with insufficient field experience, prerequisite grades below a 'B', and ASL Placement Evaluations for transfer students.(Click here for the program of study)
Add a new course
Linguistics for Interpreters (3 crs)
Prerequisites: "ASL2150: American Sign Language II" AND "ENC1101: (GW) Rhetoric and Writing" AND "INT1000: Introduction to Interpreting"Co-requisites: None
Pre-requisites: ASL 2150 American Sign Language II, ENC 1101 Rhetoric and Writing, INT 1000 Introduction to Interpreting INT 3XXXX Linguistics for Interpreters provides a comprehensive introduction to the linguistic structures of English and American Sign Language (ASL). The course focuses on language at the discourse level, while examining phonology, morphology, syntax, semantics, pragmatics, and sociolinguistics associated with English and ASL. Application of these linguistic topics to the field of interpreting will be addressed throughout the course.
Applied Ethics in Interpreting
Objective 6 is changed to reflect revisions in the national interpreter certification examination.
New Course Description:
INT 3134 Applied Ethics in Interpreting examines professional ethics and codes of conduct and how they contribute to the process of ethical decision-making. Students will examine the National Association of the Deaf-Registry of Interpreters for the Deaf, Code of Professional Conduct and apply its tenets to authentic interpreting scenarios through interactive discussions and activities. Through case studies and cooperative learning, students will solidify their ability to make ethical decisions as signed language interpreters and base ethical decisions on the National Association of the Deaf-Registry of Interpreters for the Deaf, Code of Professional Conduct.
Mentor Cert Prep
Revise course description and objectives to reflect changes to program benchmark, which involves passing the National Interpreter Certification Knowledge Exam. Minor revisions to the course description pertain to terminology specific to traditional delivery and the course is transitioning to online delivery.
INT 3280 Mentorship and Certification Preparation is a practice-oriented, skills-enhancement course that includes guidance for successfully achieving external interpreting credentials. Through hands-on practice with external mentors and simulated interpreting situations, students will integrate professional skills based on individual interpreting goals. Focus will be on the application of skill sets to the process of interpreting and preparation for the National Interpreter Certification (NIC) Knowledge Exam.
Interp Pract Portfolio Pres
The course description is revised to reflect accreditation requirements for field experience. An additional course objective addresses professional business practices.
Prerequisites: INT 4273 Interpreting Simultaneous Monologue, INT 5805 Mentoring in Interpreter Education INT 4947 Practicum and Portfolio Presentation is a field-based capstone course and requires mentored interpreting experiences. Students will apply classroom learning and theory to real-world interpreting within 200 hours under the supervision of a nationally certified interpreter. A minimum of 90 hours must involve direct provision of authentic interpreting services. Students must be available for placement during workdays (M-F, 9 am-5 pm) to achieve the number of hours required. The semester concludes with an e-portfolio representing the student's satisfaction of program exit competencies. All program courses, general education courses, and a passing score on the Registry of Interpreters for the Deaf, Inc. National Interpreter Certification Knowledge Exam (or equivalent) must be accomplished prior to registering for this course.
Interp. Consec. Dialogue
The prerequisite listed for this course needs removal. It is currently listed as INT 3270 Adv. ASL Classifiers for Interpreters, but these courses are unrelated and the course sequence changed.
Introduction to Interpreting
Add a course objective requiring students to obtain 20 hours of interpreter observations. This change relates to accreditation requirements for field experience across the curriculum.
Interpreting for Persons who are Deaf-Blind
Remove hyphen from title (to read DeafBlind). Revise course description and one course objective to reflect appropriate terminology that prioritizes the person as opposed to the condition of deafblindness.
Prerequisite INT 3271 Interpreting Consecutive Dialogue INT 4410 Interpreting for Persons who are DeafBlind introduces students to the unique factors of interpreting for persons who are DeafBlind and the conditional impact on communication, mobility, employment, socialization, and daily living. The course emphasizes practicing the various modes of communication (e.g., tactile, restricted field of vision) that interpreters and Support Service Providers use when working with persons who are DeafBlind. Students become familiar with human guide techniques, touch signals, and orienting persons who are DeafBlind to the environment. The course utilizes reflective discussion and writing, and students have authentic practice with DeafBlind community members.
Interpreting for Diverse Populations
Update course description and objectives with minor changes that reflect terminology used in accreditation standards.New Course Description:
INT 4455 Interpreting for Diverse Populations will explore interpreting with persons who have diverse racial, ethnic, linguistic, cultural, economic, religious, and social backgrounds. Students will identify the role and function of interpreters when working with diverse populations within the context of ethnographic research. Students will apply cultural and linguistic competence to interpreting in a variety of settings.
Research in Interpreting
This request involves minor sentence changes in the course description for grammatical accuracy.New Course Description:
INT 4910 Research in Interpreting guides students in becoming consumers of and contributors to current literature in the field of spoken and signed language interpreting and directs them in conceptualizing research projects. Students complete training for conducting research in compliance with human subject review procedures at the university. Students receive mentorship through topic investigation, problem identification, research design, and literature review development. The goal of the course is to orient students to the benefits of applying and actively conducting research in their pursuit of excellence as an interpreter.
Interpreting Field Experience
Revise course description and course objectives to clarify the hours required by accreditation standards and adjust objectives to reflect faculty decisions following offering this experimental course in 2014-2015. Remove 'Interpreting Program admission' from the prerequisites since this is no longer applicable with Limited Access Screening (students take this course during the semester in which they take the LAS).New Course Description:
Prerequisites: ASL 2150 ASL II, ENC 1101 Introduction to Rhetoric and Writing, INT 1000 Introduction to Interpreting; permission of Program Director. INT 2303 Interpreting Field Experience will introduce students to a variety of environments where interpreting services might be provided. Through observation, shadowing, and community involvement, students will gain an understanding of the human dynamics and linguistic variations in a wide scope of settings that include meetings, classrooms, inservice trainings, one-on-one interactions, and public forums. Students will apply the NAD-RID Code of Professional Conduct to setting evaluations and use the Demand-Control Schema to shape discussions of context-specific dynamics and decisions. The course emphasizes cultural literacy and requires 60 hours of field-based experience under the supervision of a faculty advisor.
Interpreting in Community Settings
Add prerequisite courses. Revise course description to reflect field experience hours required by accreditation standards. New Course Description:
Prerequisites: ASL2150 ASL II, ENC1101 Introduction to Rhetoric and Writing, INT1000 Introduction to Interpreting; INT 2010 Discourse Analysis, INT 2113 English to ASL Sight Translation, INT 2303 Interpreting Field Experience INT 2404 Interpreting in Community Settings provides an introduction to a range of settings where interpreters work and teaches students to determine appropriate use of consecutive and simultaneous interpreting. Students learn terminology, register, and protocols for interpreting in specialty areas, including vocational rehabilitation, healthcare, social service, employment, and education. This course provides a foundation for using the Demand-Control Schema during communication assessment and evaluation of consumer needs, with respect for linguistic and cultural diversity and requires 20 hours of field-based experience.
Interpreting Simultaneous Monologue
Update terminology in course description and add prerequisite INT 4272 Interpreting Simultaneous Dialogue.New Course Description:
Prerequisite INT 4272 Interpreting Simultaneous Dialogue. INT 4273 Interpreting Simultaneous Monologue serves as a transition from dialogic interpreting to monologic interpreting between American Sign Language and English. The course builds on a process-oriented model, which applies essential cognitive strategies in order to interpret dynamically equivalent extended monologues. These strategies include comprehending and analyzing messages for implicit and explicit meaning, identifying linguistic and cultural challenges in the text, and applying demand-control techniques for message accuracy.
Interpreting Simultaneous Dialogue
Add prerequisite INT 3271 Interpreting Consecutive Dialogue.
Remove last sentence from course description that is no longer applicable to native (Community Interpreting) and transfer students.
INT 3205 Cognitive Processing uses a process-oriented approach for applying the essential cognitive strategies to interpreting. These strategies include organizing and manipulating visual images, analyzing message for meaning, and self-monitoring for message fidelity through Think Aloud Protocols. Students receive instruction on accessing current literature on spoken and signed language interpreting, working memory, and cognitive load theory.
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